MDOU Tisulsky kindergarten No. 4 Pugina N.V.

Informatization of the education system makes new demands on the teacher and his professional competence. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Areas of application of ICT by teachers of preschool educational institutions

1. Maintaining documentation.

In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent's corner. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.

An important aspect of the use of ICT is the preparation of a teacher for certification. Here you can consider both the preparation of documentation and the preparation of a portfolio.

A special place in the use of ICT is occupied by work with parents:

• Ability to demonstrate any documents, photographic materials;
• The optimal combination of individual work with group work;
• Use of ICT in parent-teacher conferences.

2. Methodical work, professional development of the teacher.

Network communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share pedagogical experience in preparing and holding events, using various methods and technologies.

To improve the level of qualification of the teacher in the work of the teacher of the preschool educational institution is the conduct of the educational process.

The educational process includes:

• organization of direct educational activities of the pupil,
• organization of joint developmental activities of the teacher and children,
• project implementation,
• creation of a developing environment (games, manuals, didactic materials).

There are 3 types of classes using ICT.

1. Lesson with multimedia support.

One personal computer is required for this course. (a laptop), multimedia projector, speakers, screen.

The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.

2. Lesson with computer support

Most often, such classes are conducted using gaming training programs.

In such a lesson, several computers are used, for which several pupils work at the same time.

When organizing classes of this type, it is necessary to have a stationary computer class that meets the standards of SANPiN, licensed software.

The use of ICT does not provide for teaching children the basics of computer science and computer technology.

An important rule in the organization of such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, 10-15 minutes of direct activity at the PC.

3. Diagnostic session.

To conduct such classes, special programs are required, which is rare. development of such computer programs is a matter of time. With the help of application software tools, you can develop test tasks and use them for diagnostics

With all the constant advantages of using ICT in preschool education, the following problems arise:

1. The material base of the preschool educational institution.

Not all kindergartens today can afford the creation of computer classes.

2. Protecting the health of the child.

Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment “DO NO HARM! ". The use of ICT in preschool institutions requires careful organization of both the classes themselves and the whole regimen in accordance with the age of the children and the requirements of the Sanitary Rules.

3. Insufficient ICT - the competence of the teacher.

The teacher not only has to perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in the main application programs, multimedia programs and the Internet.

So, the use of information technology tools makes it possible to make the process of learning and development of children quite simple and effective, frees them from routine manual work, and opens up new opportunities for early education.

List of used literature

1. Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
2. Ezopova S.A. Preschool education, or Education of children of senior preschool age: innovations and traditions//Preschool Pedagogy. - 2007. -№6
3. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003
4. Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
5. Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.

ICT competence of a modern teacher as an indicator of professional success

A characteristic feature of the development of the modern educational system is the transition to a new technological basis. Under the influence of information and communication technologies, all components of the methodological system of teaching a subject change (goals, content, forms, methods, means). In this regard, a new term has appeared - "electronic didactics", which is understood as the theory and practice of teaching in a new information and educational environment.

The information and educational environment of an educational institution is an integrated digital platform for cooperation, interaction and knowledge sharing for teachers, students and administration, to improve the quality of education for all students. At the same time, it should be noted that the didactic principles of teaching - scientific, visual, systematic and consistent, conscientiousness, activity - do not disappear, but the task is set differently: how to ensure all this in the conditions of new didactics, when the methods and means of presenting educational material have changed.

Only teachers who are well prepared in terms of mastering electronic technologies in their professional activities can develop, implement and accompany new didactics. Therefore, the most important condition for the successful modernization of education is the improvement of professional pedagogical culture and the competence of teachers. This means that the teacher must continuously improve his information and communication competence.

Teacher ICT Competence Matrix

In November 2011, the public was presented with the document “The Structure of ICT Competence of Teachers. UNESCO recommendations. Version 2.0". The recommendations propose a matrix structure for teachers' ICT competence (Table 1), which is defined by two dimensions. The first is determined by the approaches to informatization of the school, and the second - by the aspects of the teacher's professional competence. Within the framework of three approaches to informatization of the school, the requirements for the training of teachers are determined.

The use of ICT can be as follows:

- the use of ICT tools to achieve educational results, which are provided for by the current standards;

- use of ready-made electronic educational materials and various web resources in their work;

– carrying out evaluation activities with the help of ICT tools;

– use of ICT tools for current reporting and professional development.

This approach tends to focus on equipping schools with ICTs, striving to narrow the digital divide and ensuring that all students have equal access to these tools. Organizational forms of educational work within the framework of this approach practically do not change.

The teacher needs:

- own software tools that relate to their subject area;

- be able to choose the most convenient ways of presenting educational information;

- rational use of all available technical and software tools for organizing the educational process;

- use online resources that allow students to access information, work together and communicate with external experts in the course of solving their chosen problems;

– use the resources of the Internet to obtain the necessary professional materials, to communicate with colleagues and other experts in order to improve their professional level;

– be able to develop digital educational resources and build a learning environment;

- use ICT as a tool to develop the ability of students to produce knowledge and develop critical thinking;

- to support reflection as a necessary component of educational work;

- create learning communities or “knowledge communities” among students and their colleagues.

The UNESCO Recommendations are an internationally recognized tool that allows you to determine the pedagogical ICT competence required by each teacher, as well as to develop a set of teaching and methodological materials for teacher training.

The successful use of ICT in the educational process depends on the ability of teachers to organize the learning environment in a new way, to combine new information and pedagogical technologies in order to conduct exciting classes, to encourage educational cooperation and cooperation of schoolchildren. This requires the teacher to have a number of new skills in managing the work of the class. The skills that such a teacher should possess should include the ability to develop new ways of using ICTs to enrich the learning environment, the acquisition of knowledge by students and the ability to produce new knowledge.

The acquisition of information competence opens up a wide range of opportunities for teachers and students that enrich the educational environment and make the teaching-learning process more dynamic.

One of the main trends that determine the requirements for the level of ICT competence of a modern teacher is the shift in emphasis from the tasks of the technological level (related to the possession of specific tools, specific software products) to the pedagogical one. The range of skills related to key competencies has expanded, since the corresponding skills are enshrined in the Federal State Educational Standard (FSES) at the initial stage of education in the meta-subject learning outcomes of schoolchildren and in the course "Mathematics and Informatics", as well as the FSES of the main school in the meta-subject results of the graduate of the main school and in the course of computer science (V - IX or VII - IX grades), which should ensure the formation of ICT competence in all students. The school standard of the new generation, in addition to the basic values ​​and basic concepts, defines "a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes." These include the requirements for the level of qualification of teachers, fixed by the Federal State Educational Standard. Schools have been given responsibility for fulfilling the specified requirements of the Federal State Educational Standard for the formation of the information educational environment of the school and the organization of training for teachers in the active use of the resources of such an environment. The information educational environment should include electronic educational resources, an "electronic" diary and journal, a school website, an environment for an electronic portfolio of students and teachers.

Two-level model of teacher's ICT competence

The above requirements can be implemented within the framework of a two-level model of teacher's ICT competence. The key provision of this model is the idea that there are two significantly different levels in professional ICT competence - the level of preparedness and the level of realization.

Often a teacher who has completed (sometimes several times) advanced training courses in the field of ICT and has sufficient conditions at school for the use of ICT in professional activities does not do this. At the same time, he successfully passed various tests for readiness to work using ICT. Such a teacher cannot be called ICT-competent, since his knowledge and skills are not translated into activities.

Levels of ICT competence of a modern teacher:

1. Knowledge level (preparedness for activity).

Knowledge level is the level of mastery of ICT. At the current stage of development of the Russian system of general education, this level is the base for the formation and subsequent assessment of the ICT competence of teachers. It is characterized by teachers' knowledge, skills and abilities sufficient to use equipment, software and resources in the field of ICT.

At the same time, it is necessary to distinguish between the sublevel of computer literacy, non-specific for educators (including teachers), determined by the current state of ICT and the general level of informatization of society, and professionally oriented sublevels.

a. Sublevel of general computer literacy. This is the level general pedagogical knowledge, skills and abilities in the field of ICT application in educational activities.

-Functional (computer) literacy providing knowledge, skills and abilities in the field of ICT

- General pedagogical readiness, providing knowledge, abilities and skills of using ICT in pedagogical activity, invariant with respect to the subjects taught.

b. Sublevel of specific, subject computer literacy
- knowledge, skills and abilities that are specific to the subject area. For example, science teachers should be able to use computer mathematical models of processes related to their subject (and, at a higher level, create such models).

For example, for teachers of natural science subjects (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the profile version of education, is highly productive; for philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc. However, today there are very few school subject teachers with the appropriate level of ICT competence.
2. Activity level (accomplished activity) .

The activity level is the level of ICT use. At this level, functional ICT literacy is effectively and systematically applied by the teacher to solve educational problems.

Distinguish:

a. Sublevel of organizational innovation

b. Sublevel of substantive innovations
Sublevel of organizational innovation is manifested in the effective implementation by the teacher of a new organizational and technological functionality, in particular
organization and maintenance of network forms of the educational process;
implementation of distance, part-time, home education, etc.;
organization and support of training based on individual educational trajectories and individual curricula of students;
co-organization of various forms of educational activities - classroom, extracurricular, independent, educational and others - into a single educational process;
application of modern education monitoring technologies
Sublevel of substantive innovations characterized by systematic, targeted and efficient use of ICT resources and electronic educational resources (EER) in achieving a new quality of education. It is aimed at modernizing the educational process in accordance with the concept of "knowledge creation" and is manifested in updating the content of education, teaching methods, quality assessment systems.

Meaningful innovations include a set of elements:
development and implementation of training courses based on EER (elective courses, training practices, professional and specialized orientation courses, etc.);
implementation of new types of educational activities, which include:
problem and project approaches in teaching students;-
- organization of the educational process on the basis of independent individual and group activities of students to implement their personal, educational, social and other needs and interests;
organizing the interaction of students in solving problems and tasks based on ICT;
the use of new diagnostic tools for assessing the quality of education (including integral and subject-specific monitoring of the quality of education, a rating system of assessment, a dynamic system for assessing student achievements, etc.).
Meaningful innovations are the most complex and at the same time the most
the productive level of both the teacher's professional competence in general and ICT competence. In the field of ICT, they have their own specifics. For example, for teachers of natural science subjects (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the profile version of education, is highly productive; for philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc.

However, today there are few school subject teachers with the appropriate level of ICT competence.
The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.

Knowledge level- the most massive, which should be mastered in the near future all teachers without exception.

Level of organizational innovation - this is the level of successful and productive methodical work. Modernization of networks of educational institutions, objectification of the results of educational activities, diversification of forms of education, individualization of curricula - all these and many other aspects of the modernization of education require new forms of methodological work based on ICT.
Level of content innovation provides for the design and implementation of local and pilot pedagogical experiments. The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.

List of competencies of a subject teacher in the field of ICT

1. The presence of general ideas about the didactic possibilities of ICT.
2. The presence of ideas about the single information space of an educational institution, the purpose and functioning of a PC, information input-output devices, computer networks and the possibilities of their use in the educational process.
3. The presence of ideas about electronic educational resources and market trends in electronic publications in the sector of general education, focused on subject-professional activities, digital educational resources, made in the course of the implementation of federal targeted programs.
4. Possession of the basics of the methodology for introducing digital educational resources into the educational process.
5. Possession of methods of organizing a personal information space, operating system interface, methods of performing file operations, organizing an information and educational environment as a file system, basic methods of input-output of information, including installation and removal of applications and electronic educational resources.
6. Possession of methods for preparing didactic materials and working documents in accordance with the subject area by means of office technologies (handouts, presentations, etc.):
- text input from the keyboard and its formatting techniques;
- preparation of handouts containing graphic elements, typical methods of working with vector graphics tools;
- methods of working with tabular data (compilation of lists, information cards, simple calculations);
- techniques for constructing graphs and diagrams;
- a methodology for creating pedagogically effective presentations (for a lesson, a speech at a teachers' council, a report, etc.);
7. Possession of the simplest methods of preparing graphic illustrations for visual and didactic materials used in educational activities based on raster graphics:
- techniques for correcting and optimizing raster images for subsequent use in presentations and Web pages;
- techniques for printing images, recording on CD.
8. Possession of basic services and technologies of the Internet in the context of their use in educational activities:
- techniques for navigating and searching for educational information on the WWW, obtaining and saving it for subsequent use in the pedagogical process;
- methods of work with e-mail and teleconferencing;
- methods of working with file archives;
- methods of working with Internet pagers (ICQ, AOL, etc.) and other communication technologies.
9. The presence of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in pedagogical activities.
10. Possession of the technological foundations of creating a site to support educational activities:
- the presence of ideas about the purpose, structure, navigation tools and design of the site to support educational activities;
- the presence of ideas about the structure of the web page;
- possession of the simplest methods of site building, providing the possibility of presenting educational information in the form of a site - a file system;
- Possession of techniques for publishing a site for supporting educational activities on the Internet.

A teacher is competent in ICT if

 conducts search and selection of additional information for training using Internet resources;
 participates in the work of network associations of teachers, Internet conferences in order to improve their professional level;
 develops computer tests, systems of rating assessment of students' knowledge on the basis of standard applications and shell programs;
 creates teaching aids and materials on electronic media using standard applications and tools;
 uses ready-made multimedia developments for educational and educational purposes.

Advice for educators.

Prepared by: Zakharova Yu.A.

Use of information and communication
technologies in the work of a teacher

The modern child lives in the world of electronic culture. Computers surround small children from birth: at home, in kindergartens, and at the doctor's. A powerful flow of new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6-year-old kid already freely communicates with a personal computer. The nature of his favorite activity - the game - also changes significantly. Today's child assimilates only the information that interested him most of all, the closest, familiar to him, the one that evokes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase motivation and improve the education of a modern preschooler, develop his creative abilities and create a positive emotional background for educational activities is a computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for a long time. But in the modern world it is difficult to stand still, therefore, whether we like it or not, ICT is firmly included in the educational process of preschool institutions.
The computer has become a necessary and important attribute not only of the life of adults, but also a means of teaching children. Computer technology is a special direction in working with a child that can help his development. At present, it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher's personal interest. I am a supporter of the use of ICT in the preparation and conduct of direct educational activities, because I believe that a teacher, in order to communicate with a child in the same language, must be armed with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to keep for a long time, receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.

The goals of using information technologies in the direct educational activities of a teacher:

· make education modern (in terms of the use of technical means);

· bring educational activities closer to the worldview of a modern child, as he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;

· establish a relationship of mutual understanding, mutual assistance between the teacher and the pupil;

· to help the teacher in the opportunity to emotionally and figuratively present the material.

· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.

· The use of ICT allows you to reproduce information simultaneously in the form of:

text

· graphic image;

· sound;

speech;

· video.

All this allows the teacher to create fundamentally new means of child development for children.

Practice has shown that when using ICT, children's interest in classes increases significantly, the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, art albums, audio and video equipment. Thus, I concluded that for the education of children, a computer can serve as a “raw material”, on the basis of which I can form my own teaching aids, make my presentations, slide films, carry out my educational projects, thereby creating numerous options for working that will help diversify and improve educational activities.

From the abundance of programs, theories, technologies and methods, I selected those that could help me create an integrated system of work, taking into account my individual qualities and the characteristics of the children entrusted to me.
Here are some options for using ICT in the educational process.

Use of ICT in working with children:

· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of a graphic image)

Direct educational activity with multimedia support - the teacher uses the computer as an "electronic board". It uses ready-made electronic slides, video or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activities. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the studied artists, video tours, video clips, interactive models, projecting them on a large screen). Using the capabilities of the PowerPoint program, I developed presentations of some topics. This program allows you to fully collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations make it possible to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children. Another aspect should also be touched upon. However GCD is designed, much depends on how the teacher prepares for it. It is necessary to think over the change of rhythm, diversify the forms of activity, think about how to withstand a pause if necessary, how to provide a positive emotional background.

After the theoretical part, the practical work of the children follows. In this part of the activity, options using ICT are also possible. For example, a teacher draws on a blackboard, partially blocking himself, the whole process of depiction and explanation, which negatively affects the quality of the presentation of the material, many questions arise. Also, when the teacher turns to the blackboard, he involuntarily loses contact with the children. I conclude that this method is not effective, a low result is obtained. When using computer technology, it is possible to visually and consistently show image techniques on a large screen. Visible and understandable to all.

In addition, several images can be compared on the screen at the same time, to identify their advantages and disadvantages.

· Interactive board (individual work of children, games, programs of creative workshops)

Direct educational activity using an interactive whiteboard allows you to turn the educational process into an exciting game. Children themselves become its participants. In this variant, there may be cases when students simultaneously work with the teacher, and at a certain stage they switch to individual work on the board according to the instructions of the teacher. The presentation of information on the screen in a playful way arouses great interest in children, and movements, sound, animation attract attention for a long time. The use of such programs increases the creativity of the child; the ability to operate with symbols on the monitor screen, helps to optimize the transition from visual-figurative to abstract thinking; the use of creative games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently. Such games help diversify joint activities, make it more emotionally rich. For example, children are given a task: to depict an animal using geometric shapes using an interactive whiteboard. The children model the figures of animals, both realistic and from the fantasy world, thereby reinforcing knowledge about geometric shapes. Such classes are rare, but with what admiration they are perceived by the guys. And the teacher saves a lot of time, effort that would be spent on preparing handouts, tedious cutting out figures from cardboard.

· Internet resources (a selection of visual and demonstration material for the lesson, music, games, etc., lessons in the form of a virtual tour with access to the worldwide network).

Modern education is difficult to imagine without the resources of the Internet. Internet search engines provide teachers with the opportunity to find almost any material on development and learning and any photographs and illustrations for classes.

Also, with the help of the Internet, I select a musical composition corresponding to the topic of educational activities. It can be classical or modern works, songs from children's cartoons. With the help of video editing software, it's easy to create your own clip with slides changing to the music, matched to a specific topic.

Direct educational activity with access to the World Wide Web (they can be both with multimedia and computer support). If the office is connected to the Internet, you can offer to conduct a lesson in the form of a virtual tour, for example, to museums around the world.

Of course, I observe elementary sanitary standards regarding the time of work of preschool children at the computer. According to the requirements of SanPiN, direct educational activity using a computer involves 10 minutes for children 5 years old, 15 minutes for children 6-7 years old. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children aged 5-7 years should be carried out no more than once a day and no more than three times a week. In addition, while preparing multimedia presentations, I use the recommendations of psychologists on the effect of color on the cognitive activity of children, on the combination of colors and their number. At the end of the class, I do gymnastics for the eyes.

The use of ICT in methodological work:

· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, music selection, etc.)

· Diagnostics of the creative development of children (diagrams, graphs, tables)

· Internet resources (e-mail, search engines, electronic conferences)

· Exchange of experience, didactic materials and manuals with leading experts in the field of education around the world

It's no secret that recently, in addition to developments in direct educational activities, calendar and thematic plans, a large amount of paper reporting is required from the educator. To do this, in the operating system, you can create subject folders with the development of classes, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizer programs, you can keep an individual diary of a child, record various data about him, test results, build graphs, and generally track the dynamics of a child's development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database. E-mail, search engines, electronic conferences are also becoming an integral part of modern education. On the Internet, you can find information on the problems of learning and development, about innovative kindergartens, foreign early development institutes, and establish contacts with leading experts in the field of education.

Use of ICT in work with teachers:

· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)

Forms of work with parents:

· Creation of a page with photo lessons on the website of the institution;

· Communication with parents online through the institution's website;

· Internet resources (posting on the website of the institution and on the pedagogical websites of their notes, consultations, work experience, maintaining their own blog)

· Demonstration of presentations of the organization of work with children;

· Creating your own blog on the Internet;

· Organization of final exhibitions using slide shows of children's works

And these are just some of the opportunities you can take advantage of. It is hard to imagine how much more interesting things you can learn by starting to use ICT in your work.

The educator who creates or uses information technology is forced to pay great attention to the logic of the presentation of the material, which has a positive effect on the level of knowledge of pupils.

The use of information technology in a preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher.

In conclusion, I want to note that the use of ICT leads to a number of positive effects:

1. Enriches the lesson with emotional coloring

2. Psychologically facilitates the process of assimilation

3. Excites a keen interest in the subject of knowledge

4. Expands the general outlook

5. Increasing use of visual aids in the classroom

6. Frees you from routine manual work;

7. Increases the productivity of the teacher and the child.

ON THE TOPIC:

Influence of teacher's ICT-competence on improving the quality of students' knowledge.

Everything that is happening in society now is reflected in the school as in a mirror. What should be the school, education, teacher?
Modern lesson is impossible without the use of information and telecommunication technologies.

Modern teacher should act not only as a carrier of knowledge, but also as an organizer of educational and cognitive, educational and search, project activities using information and communication technologies.
Still, the power of computers should not be exaggerated. We must not forget that the transfer of information is not a guarantee of the transfer of knowledge and culture, information and communication technologies These are just effective aids.

What should a primary school teacher know about ICT? How much does he need to know the computer and the Internet?
Here is a list of knowledge, skills and abilities of a modern teacher, proposed by colleagues on the Internet:

Have an idea about the device of the computer

Have an idea about the main keys, folders and programs in the computer.

Be able to find, open, close, create, rename, copy, cut, move, delete files and folders.

Have an idea about the amount of information.

Be aware of file types.

Be able to print lesson development, event script, report, seminar program, etc.

Be able to print a questionnaire for students (parents), a table with data, etc.

Be able to print a letter (congratulations, announcement, invitation, etc.)

Create didactic materials in Word / Excel (control, independent work, test tasks).

Be able to copy and paste fragments of text, drawings from one file to another.

Be able to insert headers and footers with your data.

Be able to prepare a file for printing on a printer, use a printer.

Have an idea about the Internet, domains, sites and their addresses.

Be able to find the information you need through search engines.

Be able to save the necessary information found on the Internet.

Be able to find graphics.

Be able to maintain your directory of addresses in notepad.

Use e-mail, send files by mail.

Chat, forum, ICQ (Mail-agent, Skype? NSN, etc.).

Be able to copy texts and pictures from the Internet.

Be able to open music and video files.

Use the simplest graphic editor.

Change the parameters of digital photos: size, brightness, contrast, etc.

Create electronic presentations for the lesson.

Be able to install a training CD-ROM and understand its contents.

Have the skill of self-acquaintance with interactive programs.

Be able to use programs-designers of tests, crossword puzzles, textbooks.

Have an idea of ​​the multimedia resources for the lesson.

The main tasks of the modern school- revealing the abilities of each student, raising a decent and patriotic person, a person ready for life in a high-tech, competitive world.
The main task of today's teacher- develop critical thinking of children, teach them to think and be ready for vigorous activity.

The main purpose of the standards of the new generation is the formation of modern man.

It means:

information competence the ability to search, analyze, transform, apply information to solve problems;

communicative competence ability to cooperate with people;

self-organization the ability to set goals, plan, use personal resources;

with self-formation willingness to design and implement their own educational trajectory throughout life, ensuring success and competitiveness.

But for this, the teacher himself must be very competent in many aspects of education. Therefore, increasing and improving the ICT competence of teachers is one of the most important tasks facing the education system.

What do we mean by ICT-literacy and ICT-competence of a teacher?
ICT literacy- knowledge of what a computer is, knowledge of programs, their functions and capabilities, the ability to “press the right buttons”, knowledge of the existence of computer networks.
ICT competence– not only knowledge of various information tools (ICT literacy), but also their effective and confident use in teaching activities.

There are two levels in pedagogical ICT competence:

knowledgeable, the so-called level of functional literacy, which

suggests:

possession of computer programs for processing text, numerical, graphic, sound information;

the ability to work on the Internet, use its services such as a forum, e-mail, sites;

ability to use equipment such as a scanner, printer.

activity, the level of ICT application, i.e. the effective and systematic use of functional ICT literacy in educational activities to achieve high results.

In this case, the activity level can be decomposed into sublevels:

innovative- inclusion in educational activities of specialized media resources developed in accordance with the requirements for the content and methodology of a particular academic subject;

creative– development of own electronic means of educational purposes.

ICT is used not only directly in the learning process, where they work with DERs, present presentations, use tests, work to search for information on the Internet, but also when organizing educational activities for:

creation and maintenance of network forms for the implementation of the educational process, for example, the creation and maintenance of a pedagogical website;

implementation of the knowledge monitoring system (System "Test-Symbol");

 work in networked educational communities, for example, "Open Class" (http://www.openclass.ru) or "Network of Creative Teachers" (http://it-n.ru), which are built and developed by teachers and for teachers ;

implementation of continuous self-education, for example, the Center for Distance Education "Eidos" (http://www.eidos.ru), the Publishing House "1 September" (http://1september.ru).

Obviously, the functional literacy of a teacher in itself cannot lead to qualitative changes in the results of the education system.

The use of information and communication technologies gives the teacher the opportunity to:

implement learning based on individual educational trajectories and individual curricula;

to implement new types of educational activities such as problem-based and project-based teaching methods;

 to form critical thinking of students;

use interactive teaching methods;

use modern means of communication;

use computer simulation of the processes under study.

All of the above is included in the concept of a system-activity approach to learning.

Benefits of using ICT in education over traditional teaching
1. information technologies significantly expand the possibilities of presenting educational information. The use of color, graphics, sound, all modern video equipment allows you to recreate the real environment of the activity.
2. The computer allows you to significantly increase the motivation of students to learn. Motivation is increased by applying adequate rewards for correct decisions and tasks.
3. ICT involve students in the educational process, contributing to the widest disclosure of their abilities, enhancing mental activity.
4. The use of ICT in the educational process increases the possibility of setting educational tasks and managing the process of their solution. Computers make it possible to build and analyze models of various objects, situations, and phenomena.
5. ICT allows you to qualitatively change the control of students' activities, while providing flexibility in managing the educational process.
6. The computer contributes to the formation of reflection in students. The training program enables students to visualize the result of their actions, determine the stage in solving the problem at which the error was made, and correct it.

The main directions of using ICT in the educational process
Let's try to systematize where and how it is advisable to use information technology in education:
1) when presenting new material - knowledge visualization (demo - encyclopedic programs; Power Point presentation program);
2) conducting virtual laboratory work using training programs;
3) consolidation of the material presented (training - a variety of training programs, laboratory work);
4) system of control and verification (testing with evaluation, control programs);
5) independent work of students (training programs such as "Tutor", encyclopedias, developing programs);
6) with the possibility of abandoning the class-lesson system: conducting integrated lessons according to the project method,
7) training of specific abilities of the student (attention, memory, thinking, etc.).

What is the impact of the use of information and communication technologies on the student?

ICT helps to increase cognitive interest in the subject;

ICT contributes to the growth of student achievement in the subject;

ICT allows students to express themselves in a new role;

ICT forms the skills of independent productive activity;

ICT contributes to the creation of a situation of success for each student.

What is the impact of the use of information and communication technologies on teachers?
ICT gives:

saving time in the classroom;

depth of immersion in the material;

increased motivation for learning;

integrative approach to teaching;

the possibility of simultaneous use of audio, video, multimedia materials;

the possibility of forming the communicative competence of students, because students become active participants in the lesson not only at the stage of its implementation, but also in preparation, at the stage of forming the structure of the lesson;

attracting various types of activities designed for the active position of students who have received a sufficient level of knowledge in the subject to independently think, argue, reason, who have learned to learn, independently obtain the necessary information.

Forms of using ICT.

Use of finished electronic products allows you to intensify the activities of the teacher and student, allows you to improve the quality of teaching the subject, visibly realizing the principle of visibility.

Using multimedia presentations
allows presenting educational material as a system of vivid reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to lay information not only in factographic, but also in associative form in the long-term memory of students.

Use of Internet resources.
The Internet carries a huge potential for educational services (e-mail, search engines, electronic conferences) and is becoming an integral part of modern education. Receiving educationally significant information from the network, students acquire the skills to:

purposefully find information and systematize it according to given criteria;

to see the information as a whole, and not in fragments, to highlight the main thing in the information message.

The activity level of the teacher's ICT competence in the context of the transition to new standards

It is the Activity level (realized activity) that can lead to qualitative changes in the results of the education system in the context of the transition to new standards.

At present, teachers have a knowledge level of ICT competence, but the activity level leaves much to be desired.

What difficulties are encountered on the way of introducing the activity level in the context of the transition to new standards?

1. Ignorance of the possibilities of modern ICT- often teachers do not even know what can be done or how to significantly save time with the help of modern software products and Internet services.
2. Lack of skills to effectively use ICT tools- lack of time for independent development of products, the difficulty of learning some programs, the lack of convenient reference material when difficulties arise (or the inability to use reference programs effectively) - all this hinders the development of skills in working with software products. In addition, a situation often arises when, having encountered a number of difficulties and not getting a result, the teacher decides not to waste time studying a new, seemingly complex, software product.
3. Lack of methodology for the use of ICT in the educational process- knowledge about the possibilities of modern ICT and the ability to work with them is still not enough for the effective use of ICT in the educational process. For this, methodological materials are needed: on the development of multimedia materials, on the use of ICT in seminars, on the development of teaching materials, etc.
Overcoming all barriers will allow teachers to significantly increase their own effectiveness, improve the quality of teaching materials and classes, and realize their own pedagogical potential.

Teachers use the power of the Internet mainly to search for information in preparation for classes. Meanwhile, the prospects for the use of information and communication technologies are much broader.

Teachers use ICT mainly in their professional activities: when preparing for classes, looking for additional information on the Internet, working in online professional communities, but very little use of ICT in the educational process.

According to statistics, almost all teachers in Russia have completed computer literacy courses and have taught everyone basic operations in computer skills, a word processor, spreadsheets, and how to search for information on the Internet. They got acquainted with the electronic educational resources developed within the framework of federal programs and projects, showed how they can be used in the educational process. Teachers have learned to use ICT, but not every school has its own workstation, in many schools there are not even computers in teachers' rooms and libraries, and computer classes are occupied by the educational process. Most teachers were able to reinforce the skills they learned because they have a computer at home. But many, even after studying in the courses, do not use the acquired knowledge, simply because the use of information technology and electronic educational resources requires (especially at first) additional time costs from the teacher.

What prevents teachers from using new technologies, including information and communication, more widely and more intensively?

Many teachers who have access to a computer and the Internet regularly use Internet resources in their work. Unfortunately, not all schools have high-speed Internet access yet, and this, of course, is a big deterrent to the introduction of modern technologies in the learning process. Another reason is the insufficient qualification of teachers in the field of information and communication technologies and the lack of knowledge about the possibilities of the Internet and new emerging services.

What other problems arise in the process of informatization of Russian education?

There have been cases of unusual complaints. The child prepared a beautiful presentation, made it in class and counts on the top five. At the same time, he did not answer a single question on the topic, because he could make a presentation by mindlessly copying something from sites and pasting it into a template. What grade should the child receive? Opinions differ. The teacher believes - and justified! - that, in addition to a beautiful presentation, the child must demonstrate to us an understanding of the topic, knowledge, and the ability to operate with them. And the parent says: “Excuse me, do you have questions for the presentation? No. Put five points! So the introduction of information technology has even touched upon the topic of knowledge assessment. A professional teacher, of course, continues to evaluate understanding of the material, and not external showiness. But this is very difficult: to explain why, with a brilliant presentation, he gives not five points, but three.

Is it really necessary for a modern teacher to master Internet technologies - or is it just a tribute to fashion?

Owning is essential. But the attitude towards this in the educational society as a “fashion trend” should be overcome. Today, in education, the moment has come when teachers have a certain "fatigue" from the endless demands of higher officials. A huge number of paper reports along with their electronic filling, the obligatory creation of presentations, websites, blogs, the introduction of an electronic journal along with filling out a paper one, which in some cases begins to become a “duty” - at the request of management, and so on and so forth. All this in most cases results in another lie. They conduct demonstrative lessons “using ICT”, and show them, in fact, exclusively presentations. A school website is being developed, in which the same information “freezes” for many years. Teachers in all kinds of courses are taught the same thing as ten years ago - that is, the “basics”: searching for information on the net, editors, tables.

Almost everyone has a computer and Internet access at home. However, the full use of the Internet in educational activities will begin when there is one computer per student.

Other difficulties that prevent teachers from using the Internet in their work include lack of time (more than 40%), paid educational Internet resources (almost 30%). Most teachers cannot use a computer and access the Internet during the lesson. The low connection speed, limited traffic, content filters that do not allow access to the necessary educational and information portals, as well as an insufficient number of student computers in the school interfere.

Teachers have gradually mastered the computer, they work quite calmly in e-mail, many make presentations for their lessons on their own, use digital educational resources - for example, the Open Collection, which is based on government money. This is a great help, because it makes it easier to find interesting material when preparing for lessons. Now digital educational resources are developing - it becomes possible not only to see some additional material, but to do laboratory work and much more - and become even more in demand.

The influence of teacher's ICT competence on the quality of education in the context of the implementation of the Federal State Educational Standard

Undoubtedly, the use of modern Internet technologies by a teacher significantly changes his approach to learning. An open educational environment gives the teacher the opportunity to use a variety of Internet resources in the learning process, to apply various forms of education. This is, for example, distance learning. In addition, he gets the opportunity to use new services and technologies in organizing extracurricular and extracurricular activities of students. This corresponds to the federal state educational standards of the new generation and undoubtedly affects the quality of education.

The Internet greatly expands the opportunities for personal and professional growth of the teacher.

Many virtual lessons are already being held now, they help to gain knowledge for children who, for various reasons, do not have the opportunity to attend school. However, in my opinion, real lessons are much more effective than virtual ones. And technology is just a means that allows you to bring the learning process to a new level.

In any case, I am sure that the important role of the teacher will continue in the future. But now we see that this role is changing. Previously, the teacher was the main provider of knowledge. Now he is turning into a colleague and comrade who guides the student in the learning process.

So far - according to statistics, the use of ICT does not greatly affect the educational results of students, and this is sad. Now computers, even if used, are used in computer science lessons, for studying programming languages, and subject teachers who work with electronic educational resources usually use traditional models: they use a screen or an interactive whiteboard when presenting a topic. Much less often, teachers organize group work in the classroom, using several computers or individual student work in various simulation environments. Unfortunately, it is clear that not all teachers in schools have enough computers to organize such work, some schools have poor bandwidth of Internet channels to actively work with Internet resources online. It is necessary that computer and Internet technologies be really built into the educational process and improve educational results, form meta-subject competencies, new interpersonal interaction skills, and increase motivation for the subject. This requires not only computers, but also many peripheral devices: microscopes, musical keyboards, light sensors and location.

Now an advanced teacher is starting to create his own resources: multimedia presentations, embed fragments of video films, interactive tables, drawings and even flash animations into them. And it is believed that this is the aerobatics of the use of ICT. From my point of view, a mass school teacher should not develop electronic educational resources himself. He must be aware of the resources that are posted on the federal and regional educational portals, he must be able to use them competently, producing new active-activity pedagogical practices. The teacher's task is to properly integrate ICT capabilities into their learning process so that the student thinks and acts independently as much as possible during classes.

The computer allows you to simulate situations that the teacher cannot always show in real life due to the fact that there are not enough reagents or instruments. By correctly integrating a computer into educational activities, you can greatly increase the creative component of learning.

Does the Internet in professional activities affect the quality of education it provides to students? The Internet is just a tool, and it all depends on how the teacher uses it and for what. It should be taken into account that IT-technologies at school are a vague concept: it fits, say, the use of an interactive whiteboard. What can be achieved with an interactive whiteboard? Never mind. This is a tool for frontal work: the teacher shows something, the child looks at something. everything, beautiful, moves and Lego-construction by the children themselves. In the first case, the child has a passive position: he only looks and listens, this is the perception of information. And what does the child do with the constructor? There is already an activity approach: he produces something, he develops thinking, motor skills.

The children themselves find the necessary information on the global network. What is the role of the teacher here? It is important not only to find, but to learn how to search for and use the necessary information. This is the task of the teacher: to organize the activities of students, to form in children the skills of effective search for information, its evaluation and analysis for further use.

The use of computer technology in the classroom in elementary school

The software of educational disciplines is very diverse: textbook programs, simulator programs, constructors, dictionaries, reference books and encyclopedias, anthologies, video lessons, libraries of electronic visual aids, etc. The most common examples of the use of computer software in elementary schools are teaching reading, spelling and calligraphy using a computer.

The use of computer technology allows you to greatly optimize the learning process.

The younger student has better developed involuntary attention. Therefore, the high effectiveness of media lessons is obvious:

increases motivation for learning due to multimedia effects;

the efficiency of the educational process is increased due to visibility; the emergence of the ability to model objects and phenomena;

visual-figurative thinking develops;

an individual approach to learning is possible.

In this regard, the optimal option seems to be when 1 - 2 computers are constantly located in each primary school classroom. In this case, the teacher can, when drawing up the plan of any lesson, provide for a stage when several students will take turns or, working in a group, perform tasks on the computer. When a multimedia projector is placed in the classroom, it becomes possible to conduct frontal work using new information technologies in elementary school. It is especially interesting to use multimedia technologies to illustrate the teacher's story at the stage of explaining new material. An animated or video story of an electronic encyclopedia will not only expand the range of information presented, but also activate the attention of schoolchildren due to the active work of visual and auditory analyzers. The placement of a computer on the teacher's desk was recognized as the most appropriate for sanitary and hygienic requirements and convenient for organizing a lesson. It is necessary to strictly adhere to sanitary and hygienic standards when organizing a workplace for students at a computer. Their strict observance, as well as the holding of physical education sessions during the lesson, including gymnastics for the eyes and posture, will help maintain the health of schoolchildren and effectively use electronic educational materials in the educational process.

Conclusion

The use of computer technology in elementary school is not just a new trend of the times, but a necessity. Within the framework of one lesson, the teacher is subject to video clips, a musical sequence, and visual means. The use of ICT in the classroom helps not only children to learn educational material, but also the teacher to develop creatively.

ICT allows the teacher to solve the following tasks:

To teach the child to find the necessary from the huge amount of available information.

Learn to analyze and systematize the information received.

Provide a student-centered approach to the development and learning of the child.

To prepare the student for independent productive activity in the conditions of the modern information society: to form an active life position and the ability to make decisions.

Improve thinking, speech, memory, attention.

To increase the efficiency and quality of the educational process through the possibilities of ICT;

Activate cognitive activity using ICT;

Deepen interdisciplinary connections through the use of ICT;

Implement the ideas of open education based on the use of network technologies

The use of ICT in primary school classrooms

move to the activity method of learning, in which the child becomes an active participant in the educational process.

increase the efficiency of the educational process, students' perception is activated due to the impact of sound and visual images;

expand the scope of the textbook, allows you to present the same material in a more interesting form, makes it possible to feel and understand.

Motives for learning become more stable, interest in the subject appears. The use of modern technologies in the classroom affects the formation of a positive atmosphere in the classroom.
The use of ICT is possible in any lessons (mathematics, Russian language, literary reading, etc.), as well as in extracurricular activities. Working with electronic children's encyclopedias makes it possible, saving time, to find the necessary information in the right section.

The use of a computer is an effective method in the development of cognitive processes. The use of computer technology in schools by primary school teachers will help make school teaching more effective. Currently, the development of a software-integrated approach to computer learning in elementary school is still underway.

The task of the teacher today is to try to take a broader look at the content and methods of teaching their subject. Try to combine traditional skills in the subject and the skills that make up ICT competence.
The main condition for the preparation of ICT - competent students is a high level of ICT - the competence of the teachers themselves.

Consultation for teachers of the preschool educational institution "ICT - competence - the requirement of the professional standard of the teacher"

According to the requirements of the Federal State Educational Standard, it is necessary to introduce innovative technologies that are designed to improve the quality of education, accelerate the process of accelerating knowledge, and increase the motivation of children to acquire knowledge. The use of ICT contributes to the conscious assimilation of knowledge by preschoolers, forms the ability to acquire knowledge independently.
ICT technologies are an innovative resource that ensures the availability and variability of education for preschool children. The competence of teachers in this area is the most important condition for the effective development of preschool educational institutions.
According to the federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155, teachers implementing the educational program must have the basic competencies necessary to create conditions for the development of children, which involve:
ensuring the emotional well-being of children;
support for their individuality and initiative;
establishing rules of behavior and interaction in different situations;
construction of a variable developmental education focused on the level of development, manifested in joint activities with an adult;
interaction with parents on the education of the child, their direct involvement in educational activities, incl. through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family.
Basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment.
Among the necessary skills for the implementation of pedagogical activities for the implementation of preschool education programs in accordance with the professional standard "Teacher", approved. Order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n also notes the teacher's possession of ICT - the competencies necessary and sufficient for planning, implementing and evaluating educational work with children of early and preschool age. When including a computer in the educational process with preschool children, it is important to comply with certain requirements, in particular, the Sanitary and Epidemiological Rules and Regulations “Hygienic requirements for personal electronic computers and organization of work.
Source of information - selection of additional cognitive
material for directly educational activities, material for designing stands, familiarity with the scenarios of holidays and other events, familiarity with periodicals, developments of other teachers in Russia and abroad, etc.
A means of preparing various materials - creating presentations, demonstration material, subject, plot pictures, illustrations, reference diagrams, slide folders.
Storage of materials - regulatory documents, lists of children, information about parents, photo albums, music, game library, video library, electronic library of books, articles, magazines, etc.
The use of information and communication technologies makes it possible to directly make educational activities emotionally colored, attractive, arouse a keen interest in the child, and are an excellent visual aid and demonstration material. On the positive side, the use of ICT is aimed at enabling all analyzer systems. Elements of visual-figurative and theoretical thinking are being developed. Vocabulary is actively replenished.
Presentations are brightness, clarity, accessibility, convenience and speed in work. At the same time, interactive equipment must be used in working with children with unconditional observance of physiological and hygienic, psychological and pedagogical restrictive and permissive norms and recommendations, it is imperative to use sets of exercises for the eyes, ventilate the room.
Every day more and more teachers begin to develop their own information resources and other ICT tools, many of which end up on the Internet. Even if the teacher does not develop his own developments, he can use the already created Internet resources. But at the same time, it must be remembered that the computer will not replace the emotional human communication that is so necessary at preschool age.
The use of information and communication technologies expands the possibilities of introducing new methodological developments into pedagogical practice, contributes to the targeted development of the information culture of children, and allows increasing the level of interaction between teachers and parents.
The use of ICT helps to make meetings with parents more interesting and informative. Using multimedia presentations, teachers have the opportunity to present not only basic theoretical information, but also visually demonstrate fragments of organized and independent children's activities. ICT helps in the process of interaction with parents during parent-teacher meetings, the design of the parent corner. Information technology is an integral part of our life. Using them wisely in our work, we can reach the modern level of communication with children, parents, teachers - all participants in the educational process.
Communication with parents by e-mail has its advantages. In this format, teachers can send them recommendations of an individual nature.
Literature:
1.Motorin V. "Educational opportunities of computer games" (Preschool education, 2000)
2. "FGOS DO" No. 1155 of 2013
3. Kulaeva A.V. Khokhlova L.A. "ICT-competence - the requirement of a professional teacher standard" (Handbook of the senior educator No. 10, 2014)